This module delves into how socialization intersects with physical education and the responsibilities of physical education teachers. Students are prompted to examine their own socialization process as physical education preservice teachers and how it shapes their perception of the subject and their pedagogical approaches. Additionally, the module addresses several social justice matters such as healthism, fatism, ableism, elitism, genderism, sexism, heterosexism, racism, classism, linguicism, and colonialism. These social justice matters are explored and discussed to comprehend how they currently influence the teaching of physical education within school settings.

Content Areas: Block 1: Positionality and personal biography: Conceptualising social justice in physical education. Block 2: Theories and pedagogies of social justice in physical education Block 3: Pedagogies of social justice in the Irish PE curriculum Block 4: Advocating and debating for social justice in physical education

On successful completion of this module, students will be able to: - Advocate for the importance of social justice matters and related theories, and their influence on teaching and learning in current physical education - Apply theories to current social justice matters and where appropriate engage in research-informed and respectful debate - Demonstrate an understanding of how to address and plan for the achievement of some social justice related learning outcomes in the Irish PE curriculum

On successful completion of this module, students will be able to: - Develop an awareness of how personal biographies and viewpoints may influence physical education pedagogy and students' teaching practice - Embrace a culture of mutual trust, support and respect when discussing and engaging with sensitive topics and social justice matters

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Pedagogical Approach: The module is developed through a evidence-based blended approach consisting of: 1) An asynchronous sharing of teaching and learning, and/or research resources (e.g., journal articles, podcast, infographics, etc.). Students will find embedded formative questions to guide teaching and learning in advance of tutorials 2) A synchronous tutorial in which students in teams will work on specific case studies related to the weekly social justice matter or pedagogy. Additionally, the social justice matters will be presented and discussed. The latest research findings on sociology of physical education and social justice in physical education are used to inform and guide the weekly tutorials. The new JCPE specification and LCPE specification have been consulted to inform this module. The module aligns with Strand 3 - Appreciation of the new JCPE specification, and Strand 2 - Contemporary issues in physical activity, which "aims to develop learners as literate and critical participants in physical activity and sport as they examine the many factors that influence participation and performance in physical activity and sport. Students learn about the personal, social and contextual barriers and supports to physical activity participation and performance generally." (LCPE, 2017, pg. 25). UL Graduate Attributes are: agile, responsible, articulate, curious, courageous. This module particularly focuses on creating an environment that supports students becoming articulate (e.g., through debates and in-class discussions), responsible (e.g., through the commitment to submit a weekly assignment and engage with the learning activities), and agile (e.g., by responding to teaching scenarios/case studies where the social justice matters are addressed or presented). Based on the core elements from Céim standards, in this module through the pedagogical approach, students will be exposed to learning experiences where Inclusive Education, Global Citizenship Education, Professional identity, Creativity and Reflective practice, and Digital Skills are addressed.